About this paper

Appears in:
Pages: 2522-2530
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1558

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

GAMIFICATION OF LEARNING AND STUDENT ENGAGEMENT

K. Papazoglou, M. Janikian, D. Paizi

Deree - The American College of Greece (GREECE)
Student engagement is considered to be the externalization of student motivation. It is a multidimensional concept, encompassing behavioral, emotional and cognitive components. In the field of educational research, a new concept has recently emerged, aiming to increase student engagement through the use of game elements; gamification of learning. It has been suggested that the new generation of students is profoundly affected by the use of digital technology to the extent that a classic approach to teaching, even if it includes digital content, is not enough to attract the students’ attention. Gamification of learning may be the solution to the problem of low student engagement at school. The present study adopted a school consultation approach and aimed to assess the effects of gamification on student engagement in two Greek middle school classes (first and second junior high school) on the subject of geography. Student engagement was assessed by the teachers before gamification with the Teacher Engagement Report Form – New (TERF-N) questionnaire. Then, the two teachers were trained in the use of electronic platforms Kahoot! and ClassDojo, in order to effectively gamify students’ learning. After the gamification, student engagement was assessed again by the teachers with TERF-N. The results, although encouraging, were inconsistent, indicating that the effect of gamification on student engagement may be mediated by a number of confounding variables. After the implementation of gamification, students of one class showed a significant increase in all three types of engagement (behavioral, emotional and cognitive). However, the analyses did not demonstrate a significant increase in student engagement in the other class. Increased student engagement after gamification is consistent with previous findings, but the fact that engagement was not equally increased in both classes can be interpreted as relevant to issues pertaining to teachers’ motivation towards gamification.
@InProceedings{PAPAZOGLOU2018GAM,
author = {Papazoglou, K. and Janikian, M. and Paizi, D.},
title = {GAMIFICATION OF LEARNING AND STUDENT ENGAGEMENT},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1558},
url = {http://dx.doi.org/10.21125/iceri.2018.1558},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {2522-2530}}
TY - CONF
AU - K. Papazoglou AU - M. Janikian AU - D. Paizi
TI - GAMIFICATION OF LEARNING AND STUDENT ENGAGEMENT
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1558
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 2522
EP - 2530
ER -
K. Papazoglou, M. Janikian, D. Paizi (2018) GAMIFICATION OF LEARNING AND STUDENT ENGAGEMENT, ICERI2018 Proceedings, pp. 2522-2530.
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